GENDER EFFECT OF CONCEPT-MAPPING STRATEGY ON PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ALGEBRA by Idris, Ibrahim Omeiza

GENDER EFFECT OF CONCEPT-MAPPING STRATEGY ON PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ALGEBRA

Dr. Idris, Ibrahim Omeiza

Institute of Education

Ahmadu Bello University, Zaria

Abstract

This study was set out to investigate gender effect of concept mapping strategy on performance of senior secondary school students in algebra in Kogi West Senatorial Zone, Kogi State. A quasi-experimental-control design comprising pretest and posttest was used and sample consisted of three hundred (300) SS III students from seven intact classes in seven schools selected by multistage cluster sampling procedure from all senior secondary schools with a total population of 4,767 SS III students in Kogi west senatorial zone. Two (2) hypotheses were formulated to direct the study. Two instruments PTA pretest and PTA posttest were used to collect data from the sampled schools. Data collected were analyzed using t-test in depended and t paired test, at P . The result indicated among others things that there is significant difference in the mean performance score in algebra between subjects in experimental and control groups and there is no significant difference in the mean performance score in algebra between male and female subjects exposed to concept mapping strategy. Based on the findings, it is concluded among others that the use of concept mapping strategy in teaching algebra enabled subjects in experimental group to perform significantly higher than their counterparts in control group. It is therefore recommended among others that the use of concept mapping strategy for teaching mathematics should be encouraged in Nigeria secondary schools to enhance students’ performance as well as bridging gender gap in the study of algebra.